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Clinical Psychology and Special Education
2014. Vol. 3, no. 1
ISSN: 2304-0394 (online)

Functionality of Children with Asperger's Syndrome

 
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Abstract

Here we present the results of a comparative study of the functionality of the preschool children with typical development (N = 52) and autism (N = 12), younger students with Asperger's syndrome (N = 13). The obtained data showed that the functionality of children with Asperger's syndrome was significantly lower (p <0,0001) compared with children with typical development, and significantly higher (p <0,00001), than of children with autism. Has been discussed the importance of the functionality research for children with autistic spectrum disorders and other developmental disorders using the questionnaire F- 07 as a way of assessment the integrative performance of common tasks and demands.

General Information

Keywords: Asperger’s syndrome, autism, functionality, preschool age, primary school age

Journal rubric: Empirical Research

Article type: scientific article

Published

For citation: Kazmin, A.M., Dugina, O., Lobova, A., Mar, A., Prochukhaeva, M.M., Rukina, I. (2014). Functionality of Children with Asperger's Syndrome. Clinical Psychology and Special Education, 3(1), Article 3. (In Russ.). URL: https://psyjournals.ru/en/journals/cpse/archive/2014_n1/Kazmin_et_al (viewed: 05.12.2025)

© Kazmin A.M., Dugina O., Lobova A., Mar A., Prochukhaeva M.M., Rukina I., 2014

License: CC BY-NC 4.0

References

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Information About the Authors

Aleksandr M. Kazmin, Candidate of Science (Medicine), Professor, Department of Neuro and Pathopsychology of Development, Faculty of Clinical and Special Psychology, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1748-2574, e-mail: mgppukprd@gmail.com

Olga Dugina, teacher-defectologist, Moscow state educational institution combined-type kindergarten №1540, Moscow, Russian Federation, e-mail: olgdug@rambler.ru

Anna Lobova, Student, Moscow State University of psychology and education, Moscow, Russian Federation, e-mail: neko03@mail.ru

Alexandra Mar, educational psychologist, Moscow State University of Psychology and Education, Moscow, e-mail: freidanet@gmail.com

Maria M. Prochukhaeva, Head of the Early Intervention Department, Social Support and Rehabilitation Center for Disabled Children “Roza Vetrov”, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-9377-1539, e-mail: prochukhaevamm@social.mos.ru

I. Rukina, educational psychologist, Moscow state educational institution Child Development Center kindergarten №1762, Moscow, e-mail: rukinai@mail.ru

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